Article Per Year (5 Year)
p-Index From 2021 - 2026
2.945
P-Index
This Author published in this journals
All Journal Socia : Jurnal Ilmu-Ilmu Sosial JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Pelita - Jurnal Penelitian Mahasiswa UNY Harmoni Sosial: Jurnal Pendidikan IPS PAEDAGOGIA Jurnal Ilmiah Ilmu Sosial RISTEK : Jurnal Riset, Inovasi, dan Teknologi Kabupaten Batang Seminar Nasional Peningkatan Mutu Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) RISTEK: Jurnal Riset, Inovasi dan Teknologi Kabupaten Batang Sosio-Didaktika: Social Science Education Journal Literasi: Jurnal Pendidikan Guru Indonesia Indonesian Journal of Community Services Cel Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Ragam Pengabdian INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Raras Gistha Rosardi
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
THE INFLUENCE OF BLENDED LEARNING ON SOCIAL STUDIES LEARNING OUTCOMES OF EIGHTH-GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 7 BLORA REGENCY CENTRAL JAVA PROVINCE Lilik Muharromah Rosyidyati; Sudrajat Sudrajat; Raras Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol 8, No 2 (2026): July 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11282

Abstract

Social Studies learning plays an important role in developing students’ understanding of social phenomena; however, learning outcomes remain suboptimal due to the use of less varied instructional methods. This study aims to determine the effect of the blended learning model on students’ Social Studies learning outcomes in grade VIII at SMP Negeri 7 Blora. This research employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design, involving an experimental class and a control class. Data were collected through tests (pretest and posttest), observation, and documentation, and analyzed using normality test, homogeneity test, independent sample t-test, and gain score with the assistance of jamovi software. The results showed that: (1) there was a significant difference in learning outcomes between the experimental and control groups; (2) the experimental group achieved a higher mean posttest score than the control group; (3) the gain score of the experimental group was in the moderate category, while the control group was in the low category. Therefore, it can be concluded that the blended learning model is effective in improving students’ Social Studies learning outcomes.
Prophetic Ecopedagogy in Social Studies Learning: Integration of Islamic Values and SDGs Literacy to Strengthen Ecological Intelligence Nur Fauzi; Raras Gistha Rosardi; Sudrajat Sudrajat; Erika Putri
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.117804

Abstract

The knowledge–action gap remains a fundamental challenge in environmental education in Indonesia, as students’ ecological literacy does not consistently translate into concrete pro-environmental behavior. This study aims to examine the integration of Islamic values and Sustainable Development Goals (SDGs) literacy within Social Studies learning through a Prophetic Ecopedagogy approach to strengthen students’ ecological intelligence. A qualitative case study design was employed at SMP Muhammadiyah 3 Yogyakarta. Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, dan Saldaña. The findings reveal three main outcomes. First, the Social Studies curriculum shifted from a predominantly hidden curriculum to an explicit curriculum through the formal integration of SDGs targets into lesson planning. Second, the instructional process reflects three pillars of Prophetic Ecopedagogy: Transcendence (environmental stewardship as a theological mandate), Humanization (the climate crisis framed as a humanitarian issue), and Liberation (freedom from consumerist culture through the Zero Waste movement). Third, this approach effectively fosters students’ ecological intelligence, particularly in systemic thinking and digital environmental advocacy. However, behavioral gaps persist in abstract energy conservation practices, in contrast to strong compliance in tangible waste management activities.
Constructivist Visual Learning in Social Studies Education: The Role of Pop-Up Book Media in Enhancing Student Motivation and Achievement Isnaeni Fatmiyati; Sudrajat Sudrajat; Raras Gistha Rosardi; Satriyo Wibowo
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4593

Abstract

This study aimed to examine the effectiveness of constructivist visual learning through pop-up book media in enhancing students' learning motivation and academic achievement in Social Studies at the junior high school level. The study was motivated by persistent challenges in Indonesian education, particularly low literacy competence, weak learning motivation, and unsatisfactory Social Studies learning achievement, which are closely associated with conventional teacher-centered instructional practices. Grounded in constructivist learning theory and John Dewey's pragmatist philosophy of experiential learning, this study conceptualizes the pop-up book as a visual-interactive instructional medium that promotes active student engagement and meaningful learning experiences. A quantitative approach employing a pre-experimental one-group pretest-posttest design was adopted. The participants consisted of 32 eighth-grade students from SMP Negeri 32 Semarang, selected using purposive sampling. Data were collected through learning motivation questionnaires, pretest-posttest achievement tests, classroom observations, and documentation. All research instruments were validated and tested for reliability prior to data collection. Data were analyzed using descriptive statistics, a paired-sample t-test, Normalized Gain (N-Gain) analysis, and effect size analysis with IBM SPSS Statistics 26. The findings revealed significant improvements in both students' learning motivation and academic achievement following the implementation of pop-up book-based instruction. The mean motivation score increased from 68.36 to 84.25, while the mean Social Studies achievement score improved from 70.00 to 83.75. The paired-sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant effect of the instructional intervention. Furthermore, the N-Gain and effect size analyses demonstrated moderate-to-high improvement with a strong practical effect. These findings indicate that pop-up book media constitute an effective constructivist visual learning strategy for enhancing students' learning motivation, academic achievement, active engagement, and contextual understanding in Social Studies education.
Pedagogical Transformation in the Era of Generative Artificial Intelligence: A Literature Review of Opportunities, Challenges, and Ethical Implications Yuanita Utami Dewi; Raras Gistha Rosardi; Fahmi Kurniawan; Sudrajat Sudrajat
Indonesian Journal of Social Science Education (IJSSE) Vol 9, No 1 (2027): January (In Press)
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v9i1.12562

Abstract

The emergence of Generative Artificial Intelligence (GenAI) is transforming pedagogical practices, from instructional planning to the assessment process and the development of learning experiences. This study aims to (1) analyze the development and characteristics of research on pedagogical transformation in the GenAI era and (2) analyze the opportunities, challenges, and ethical implications of using GenAI to transform pedagogical practices. This study employs a literature review approach by analyzing nine articles that discuss the use of GenAI in various educational contexts. The results of the analysis indicate that the use of GenAI has evolved from a technical tool to an integral part of the pedagogical process, encompassing instructional planning, instructional material development, adaptive and multimodal learning, assessment, and academic activities. GenAI offers opportunities to enhance efficiency, personalization, creativity, and the enrichment of learning experiences, but it also presents challenges such as technological dependence, limitations in AI literacy, output that lacks contextual relevance, access disparities, as well as issues related to academic integrity, privacy, bias, and human interaction. The use of GenAI should be guided by human-centered pedagogy by strengthening AI literacy, pedagogical competencies, verification of AI outputs, and the critical, contextual, responsible, and ethical use of technology.
Rethinking Social Studies Learning for Student with Special Needs: A Critical Review of Pedagogical Challenges in Secondary Education Fahmi Kurniawan; Raras Gistha Rosardi
JIPSINDO Vol. 13 No. 2 (2026): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v13i2.96901

Abstract

Inclusive education has become a key focus in the field of education in Indonesia. Essentially, the implementation of inclusive education in Indonesia is regulated by Presidential Regulation No. 68 of 2020, which is derived from Article 134 of Law No. 8 of 2016. However, there is a gap between the programs and regulations and the reality on the ground. Based on these issues, the objectives of this study are 1) to analyze the state of inclusive education in Indonesia; and 2) to analyze the challenges in implementing inclusive education for students with special needs in social studies (IPS) instruction. The research method employed is a qualitative literature review, analyzing secondary data related to the implementation of inclusive education in social studies (IPS) instruction. The results of the study indicate that the state of inclusive education in Indonesia remains suboptimal, as evidenced by the continued lack of adequate facilities provided by schools to accommodate students with special needs in the educational process. The implementation of social studies instruction also faces challenges within the context of inclusive education. These issues stem from a shortage of human resources (special education teachers), resulting in students with special needs not being adequately supported. 
Hegemoni Budaya: Marginalisasi Perempuan Sade terhadap Aksesibilitas Pendidikan Muhammad Furqon; Saliman Saliman; Sudrajat Sudrajat; Raras Gistha Rosardi
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.4588

Abstract

This study was motivated by low access to formal education for indigenous women in Sade Village, West Nusa Tenggara, reflecting the hegemony of patriarchal cultural values within the community’s social structure. It examines how the cultural hegemony shapes social awareness and practices that position women as subordinates in education, thereby limiting their access to formal schooling. The study employs a Systematic Literature Review method to synthesize relevant research on indigenous women’s education, gender hegemony, and local culture in Sade Village. Articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model, with inclusion criteria consisting of indonesian scientific publications from 2020-2025 that are accessible. Data were analyzed thematically and interpreted through theory of hegemony. The findings reveal that limited educational access result from three mechanisms of cultural hegemony in form of masculine hegemony: structural mechanism, such as male dominance in decision-making; cultural mechanism, including traditions like nyesek that confine women to domestic roles; and ideological mechanism, where internalized values normalize inequality. This process restricts access and reinforces unequal social consciousness, highlighting the need for transformative, culture-based educational approaches.
The Use of Household Waste as Bio-Nutrients in Project-Based Social Studies Learning: Strengthening Environmental Literacy Among Junior High School Students Kirani Kirani; Sudrajat Sudrajat; Raras Gistha Rosardi
Jurnal Ragam Pengabdian Vol. 3 No. 3 (2026): September-Desember Integrating Multidisciplinary Knowledge for Sustainable Comm
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/bqdkx216

Abstract

Household waste management is an environmental issue closely related to students’ daily lives and relevant to Social Studies learning. This study aimed to describe the implementation of project-based Social Studies learning using household organic waste as a bio-nutrition project and to explore students’ environmental literacy experiences. A descriptive qualitative approach was conducted with thirty-six eighth-grade students at a junior high school in Bandung. Data were collected through observations, semi-structured interviews, written reflections, and documentation. Data were analyzed through coding, thematic categorization, data presentation, and conclusion drawing. The findings showed that the project involved waste-problem identification, planning, bio-nutrition production, packaging, presentation, and reflection activities. Students actively participated in discussions, task distribution, waste processing, and idea communication. The project encouraged students to perceive organic waste as a useful resource and relate environmental issues to practical actions in daily life. The bio-nutrition product functioned as a learning project outcome rather than a laboratory-tested agricultural product. 
Inovasi Pembelajaran IPS Melalui Film Dokumenter dan Metode Inkuiri Khoirul Khoirul; Wafiyatu Maslahah; Sudrajat Sudrajat; Raras Gistha Rosardi
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 4 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i4.4835

Abstract

Penelitian ini bertujuan untuk menganalisis inovasi pembelajaran Ilmu Pengetahuan Sosial (IPS) melalui penggunaan media film dokumenter yang dipadukan dengan metode inkuiri pada siswa kelas VIII SMP Islam Darul Idris Tirtoyudo, Kabupaten Malang. Penelitian dilatarbelakangi oleh rendahnya partisipasi dan motivasi siswa dalam pembelajaran IPS, khususnya pada materi sejarah, serta keterbatasan akses siswa terhadap media elektronik karena sebagian besar siswa tinggal di lingkungan pondok pesantren. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara mendalam, dan dokumentasi. Informan penelitian meliputi kepala sekolah, wakil kepala sekolah bidang kurikulum, guru IPS, dan siswa kelas VIII. Data dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan, dan keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran telah didukung perangkat berupa Prota, Promes, Silabus, dan RPP serta persiapan film dokumenter yang disesuaikan dengan materi. Pelaksanaan pembelajaran melalui tahap pendahuluan, inti, dan penutup meningkatkan antusiasme dan keterlibatan siswa, dengan unsur inkuiri berupa mengamati film, bertanya, mendiskusikan informasi, menyusun ringkasan, dan mempresentasikannya. Evaluasi dilakukan melalui tugas resume, presentasi, soal esai dan pilihan ganda, serta pengamatan keaktifan siswa, tetapi belum dilengkapi rubrik penilaian yang sistematis sehingga peningkatan prestasi belajar belum dapat diukur secara kuantitatif. Dengan demikian, film dokumenter yang dipadukan dengan metode inkuiri berpotensi meningkatkan keterlibatan dan antusiasme siswa dalam pembelajaran IPS. Penelitian selanjutnya disarankan mengembangkan rubrik penilaian inkuiri yang tervalidasi dan menguji pengaruh pembelajaran ini terhadap prestasi belajar melalui desain kuasi-eksperimen atau penelitian tindakan kelas.
Beyond Student Misconduct: A Literature Review on School Discipline, Teacher Modeling, and Social Attitude Formation Dini Mulyani; Tri Gunawan; Sudrajat Sudrajat; Raras Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol. 8 No. 2 (2026): July 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11124

Abstract

This study aims to examine student misconduct in secondary education as a phenomenon shaped not solely by individual factors, but by the interaction of school discipline practices, teacher modeling, school culture, and hidden curriculum processes. Using a literature review approach, the study analyzes peer-reviewed journal articles published between 2015 and 2026, sourced from databases such as Scopus, ERIC, and Google Scholar. The selection focused on studies related to school discipline, teacher behavior, and social attitude formation, particularly within secondary education contexts. Data were analyzed using thematic analysis to identify recurring patterns and conceptual relationships across the literature. The findings indicate that contemporary scholarship increasingly conceptualizes discipline as a relational and developmental process rather than merely a mechanism of control. Teacher behavior plays a critical role in shaping student discipline by modeling the moral legitimacy of rules through daily interactions. In addition, school culture and hidden curriculum significantly influence students’ understanding of fairness, authority, and social norms. Supportive and consistent disciplinary environments are associated with positive outcomes such as empathy, responsibility, and social engagement, while punitive and inconsistent practices tend to produce alienation and negative attitudes. Overall, the study highlights that student misconduct is structurally influenced, requiring integrated, whole-school approaches to discipline reform. This study contributes by offering an integrative framework that links discipline, teacher modeling, and school culture as a unified system of social attitude formation.
INTEGRATION OF GEOPARK LOCAL CONTENT IN SOCIAL STUDIES LEARNING: A QUALITATIVE STUDY OF STRENGTHENING LOCAL IDENTITY AND ENVIRONMENTAL AWARENESS AT SMP NEGERI 1 CISOLOK Andi Priyatna; Sudrajat Sudrajat; Raras Gistha Rosardi
Indonesian Journal of Social Science Education (IJSSE) Vol. 8 No. 2 (2026): July 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v8i2.11132

Abstract

This study aims to analyze the integration of geopark-based local content in social studies learning and its implications for strengthening students' local identity and environmental awareness. The study employs a qualitative approach with a case study design conducted at SMP Negeri 1 Cisolok. The research subjects include social studies teachers, eighth-grade students, and school stakeholders selected purposively. Data collection techniques consist of semi-structured interviews, participatory observation, Likert-scale questionnaires, and documentation. Data analysis applies the interactive model of Miles, Huberman, and Saldaña as well as thematic analysis.The findings reveal three main results. First, geopark-based learning improves students' understanding as the material is connected to real-life experiences in their surrounding environment. Second, the learning process encourages active student engagement through observation activities and contextual discussions. Third, there is a strengthening of local identity and environmental awareness, reflected in students' environmental care attitudes and pride in their region.These findings indicate that geopark integration is effective in creating contextual, meaningful, and character-oriented social studies learning. Theoretically, this study reinforces constructivist approaches and place-based learning. Practically, the results can serve as a reference for teachers and schools in developing environment-based learning. Future research is recommended to test the effectiveness of this model quantitatively and in broader contexts.
Co-Authors Agus Sudarsono Agustina Tri Wijayanti Andi Priyatna Anik Widiastuti Darmiyati Zuchdi Dini Mulyani Erika Putri Fahmi Kurniawan Farida Nugrahaeni Faridah, Nisrina Eka Hamdan Tri Atmaja Hamdan Tri Atmaja Hamdan Tri Atmaja Happri Novriza Setya Dhewantoro Herdania, Kafita Isnaeni Fatmiyati Juhadi Juhadi Juhadi Juhadi Juhadi Khoirul Khoirul Kirani Kirani Lilik Muharromah Rosyidyati M.R., Moh. Irsyad Fahmi Muhammad Furqon Nur Fauzi Primanisa Inayati Azizah Riko Septiantoko Saliman Saliman Satriyo Wibowo Septiawan , Hidayatullah Fadli Sucihatiningsih Dian Wisika Prajanti Sudrajat Sudrajat - Sudrajat sudrajat Supardi Supardi Tri Gunawan Vivit Sriwatie Wafiyatu Maslahah Winarsi, Winarsi Yuanita Utami Dewi